for L2a CAS LX 500A1 Topics in Linguistics Language Acquisition UG in L2A so far UG principles Subjacency Binding Theory UG parameters of variation Subjacency bounding nodes Binding domains null subject V ID: 755458
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Slide1
Week 5b. Transfer and the “initial state” for L2a
CAS LX 500A1
Topics in Linguistics: Language AcquisitionSlide2
“UG in L2A” so farUG principles(Subjacency, Binding Theory)
UG
parameters
of variation
(Subjacency bounding nodes, Binding domains, null subject, V
T)
Justified in large part on the basis of L1.
the complexity of language
the paucity of useful data
the uniform success and speed of L1’ers acquiring language.Slide3
“UG in L2A” so farTo what extent is UG still involved in L2A?Speaker’s “interlanguage” shows a lot of systematicity, complexity which also seems to be more than the linguistic input could motivate.
The question then:
Is this systematicity “left over” (transferred) from the existing L1, where we know the systematicity exists already? Or is L2A also building up a new system like L1A?
We’ve seen that universal
principles
which operated in L1 seem to still operate in L2 (e.g., ECP and Japanese case markers).Slide4
Initial state: 3 optionsThe L1 (parameter settings)Schwartz & Sprouse (1996) “Full Transfer/Full Access”
Parts of the L1 (certain parameter settings)
Eubank (1993/4) “Valueless Features Hypothesis”
Vainikka & Young-Scholten (1994) “Minimal trees”
Clean slate (UG defaults)
Epstein et. al (1996)
Platzack (1996) “Initial Hypothesis of Syntax”Slide5
Vainikka & Young-ScholtenV&YS propose that phrase structure is built up from just a VP all the way up to a full clause.
Similar to Radford’s L1 proposal except that there is an order of acquisition even past the VP (i.e., IP before CP). Also similar to Rizzi’s L1 “truncation” proposal. And of course, basically the same as Vainikka’s L1 tree building proposal.
V&YS propose that
both
L1A and L2A involve this sort of “tree building.”Slide6
Vainikka (1993/4), L1AAn adult clause, where kids end up.
The subject pronoun is in
nominative case
(
I
,
he
,
they
), a case form reserved for SpecAgrP in finite clauses (cf.
me
, him, them or my, his, …).
Agr
Agr
AgrP
C
C
CP
that
she
DP
T
T
TP
V
DP
V
VP
will
eat
lunchSlide7
Vainikka (1993/4), L1AVery early on, kids are observed to use non-nominative subjects
almost all the time (90%) like:
My
make a house
Nina (2;0)
The fact that the subject is non-nominative can be taken as an indication that it isn’t in SpecAgrP.
Agr
Agr
AgrP
C
C
CP
that
she
DP
T
T
TP
V
DP
V
VP
will
eat
lunchSlide8
Vainikka (1993/4), L1AVainikka’s proposal was that children who do this are in a
VP stage
, where their entire syntactic representation of a sentence consists of a verb phrase.
my
DP
V
DP
V
VP
make
a houseSlide9
Vainikka (1993/4), L1AAs children get older, they start using nominative subjects
I
color me
Nina (2;1)
But interestingly, they do
not
use nominative subjects in
wh
-questions
Know what
my
making?Nina (2;4)
Agr
Agr
AgrP
I
DP
T
T
TP
V
DP
V
VP
color
meSlide10
Vainikka (1993/4), L1AI
color me
Nina (2;1)
The nominative subject tells us that the kid has at least AgrP in their structure.
Know what
my
making?
Nina (2;4)
Normally
wh
-movement implies a CP (
wh-words are supposed to move into SpecCP).
Agr
Agr
AgrP
I
DP
T
T
TP
V
DP
V
VP
color
meSlide11
Vainikka (1993/4), L1AKnow what
my
making?
Nina (2;4)
However, if there is no CP, Vainikka hypothesizes that the
wh
-word goes to the highest specifier it
can
go to—SpecAgrP. Which means that the
subject
can’t be there, and hence can’t be nominative.
Agr
Agr
AgrP
my
DP
T
T
TP
V
DP
i
V
VP
making
what
t
iSlide12
Vainikka (1993/4), L1AFinally, kids reach a stage where the whole tree is there and they use all nominative subjects, even in
wh
-questions.
Agr
Agr
AgrP
C
C
CP
that
she
DP
T
T
TP
V
DP
V
VP
will
eat
lunchSlide13
Vainikka (1993/4)So, to summarize the L1A proposal: Acquisition goes in (syntactically identifiable stages). Those stages correspond to ever-greater articulation of the tree.
VP stage:
No nominative subjects, no
wh
-questions.
AgrP stage:
Nominative subjects
except
in
wh
-questions.
CP stage:Nominative subjects and wh-questions.Slide14
Vainikka & Young-Scholten’s primary claims about L2AVainikka & Young-Scholten take this idea and propose that it also
characterizes L2A… That is…
L2A takes place in
stages
, grammars which successively replace each other (perhaps after a period of competition).
The stages correspond to the “height” of the clausal structure.Slide15
Vainikka & Young-ScholtenV&YS claim that L2 phrase structure initially has no functional projections, and so as a consequence the only information that can be transferred from L1 at the initial state is that information associated with lexical categories (specifically, headedness).
No parameters tied to functional projections (e.g., V->T) are transferred.Slide16
V&YS—headedness transferCross-sectional: 6 Korean, 6 Spanish, 11 Turkish.
Longitudinal:
1 Spanish, 4 Italian.
In the VP stage, speakers seem to produce sentences in which the headedness matches their L1 and not German.
L1
L1 head
% head-final VPs in L2
Korean/Turkish
final
98
Italian/Spanish (I)
initial
19
Italian/Spanish (II)
initial
64Slide17
V&YS—headedness transfer
VP-i: L1 value transferred for head-parameter, trees truncated at VP.
VP-ii: L2 value adopted for head-parameter, trees still truncated at VP
NL
VPs
V-initial
V-final
Bongiovanni
I
20
13 (65%)
7
Salvatore
I
44
35 (80%)
9
Jose
S
20
15 (75%)
5
Rosalinda
S
24
24 (100%)
0
Antonio
S
68
20
48 (71%)
Jose
S
37
23
14 (38%)
Lina
I
24
7
17 (71%)
Salvatore
I
25
6
19 (76%)Slide18
PredictionsDifferent parts of the tree have different properties associated with them, and we want to think about what we would
predict
we’d see (if Vainikka & Young-Scholten are right) at the various stages.
Agr
Agr
AgrP
C
C
CP
DP
T
T
TP
V
DP
V
VPSlide19
PredictionsT/Agr (=INFL):Modals and auxiliaries appear there
Verbs, when they raise, raise to there.
Subject agreement is controlled there
C
Complementizers (
that
,
if
) appear there
Wh-questions involve movement to CP
Agr
Agr
AgrP
C
C
CP
DP
T
T
TP
V
DP
V
VPSlide20
PredictionsSo, if there is just a VP, we expect to find:
No evidence of verb raising.
No consistent agreement with the subject.
No modals or auxiliaries.
No complementizers.
No complex sentences (embedded sentences)
No
wh
-movement.
Agr
Agr
AgrP
C
C
CP
DP
T
T
TP
V
DP
V
VPSlide21
V&YS L2A—VP stageAt the VP stage, we find lack of
verb raising (INFL and/or CP)
auxiliaries and modals (generated in INFL)
an agreement paradigm (INFL)
complementizers (CP)
wh
-movement (CP)
stage
L1
Aux
Mod
Default
VP
Kor
1
1
68
VP
Tur
0
1
75
VP-i
It
0
0
65
VP-ii
It
0
0
82
VP-i
Sp
8
5
74
VP-ii
Sp
1
1
57
All came from Rosalinda (Sp.); three instances of
wolle
‘want’ and five with
is(t)
‘is’—evidence seems to be that she doesn’t
control
IP yet.
Slide22
V&YS L2A—VP stageAt the VP stage, we find lack ofverb raising (INFL and/or CP)
auxiliaries and modals (generated in INFL)
an agreement paradigm (INFL)
complementizers (CP)
wh
-movement (CP)
Antonio (Sp): 7 of 9 sentences with temporal adverbs show
adverb–verb
order (no raising); 9 of 10 with negation showed
neg–verb
order.
Turkish/Korean (visible) verb-raising only 14%.Slide23
V&YS L2A—VP stageAt the VP stage, we find lack ofverb raising (INFL and/or CP)
auxiliaries and modals (generated in INFL)
an agreement paradigm (INFL)
complementizers (CP)
wh
-movement (CP)
No embedded clauses with complementizers.
No
wh
-questions with a fronted
wh
-phrase (at least, not that requires a CP analysis).
No yes-no questions with a fronted verb.Slide24
V&YS L2A—TP stageAfter the VP stage, L2 learners move to a single functional projection, which appears to be TP.Modals and auxiliaries can start there.
Verb raising can take place to there.
Note: the TL TP is head-final, however.
Agreement seems still to be lacking (TP only, and not yet AgrP is acquired).Slide25
V&YS L2A—TP stageCharacteristics of the TP stage:optional verb raising (to T)
some auxiliaries and modals (to T)
lack of an agreement paradigm (not up to AgrP yet)
lack of complementizers (CP)
lack of
wh
-movement (CP)
stage
L1
Aux
Mod
Default
TP
Sp
21
9
41
TP
Tur
[0]
5
68–75
Now, Korean/Turkish speakers raise the verb around 46% of the time.Slide26
V&YS L2A—AgrP stageAfter the TP stage, there seems to be an AgrP stage (where AgrP is head-initial
—different from the eventual L2 grammar, where AgrP should be head-
final
)
Properties of the AgrP stage:
verb raising
frequent
auxiliaries and modals
common
agreement paradigm acquired
some embedded clauses with complementizers
complex wh
-questions attested.Slide27
V&YS L2A—AgrPProperties of the AgrP stage:verb raising
frequent
auxiliaries and modals
common
agreement paradigm acquired
some embedded clauses with complementizers
complex
wh
-questions attested
Turkish/Korean speakers raising the verb 76% of the time.
CP structure? Seems to be “on its way in”, but V&YS don’t really have much to say about this.Slide28
Vainikka & Young-ScholtenSummary of the proposed stages
Top XP
V-mmt
aux/
modals
oblig
subjs
S–V
agrt
embedded w/ C
question formation
VP
no
no
no
no
no
no
FP
opt
some
no
no
no
no
AgrP
yes
yes
yes
yes
no
noSlide29
StagesSo, L2’ers go through VP, TP, AgrP, (CP) stages…
An important point about this is that this does
not
mean that a L2 learner at a given point in time is necessarily in exactly one stage, producing exactly one kind of structure.
(My response on V&YS’s behalf to an objection raised by Epstein et al. 1996; V&YS’s endorsement should not be inferred.)
The way to think of this is that there is a progression of stages, but that adjacent stages often co-exist for a time—so, “between” the VP and TP stages, some utterances are VPs, some are TPs.
This might be perhaps comparable to knowledge of
register
in one’s L1, except that there is a definite progression.Slide30
V&YS summarySo, Vainikka & Young-Scholten propose that
L2A is acquired by “building up” the syntactic tree
—that beginner L2’ers have syntactic representations of their utterances which are lacking the functional projections which appear in the adult L1’s representations, but that they gradually acquire the full structure.
V&YS also propose that the
information about the VP is borrowed wholesale from the L1
, that there is no stage prior to having just a VP.
Lastly, V&YS consider this L2A to be just like L1A in course of acquisition (though they leave open the question of speed/success/etc.)Slide31
Problems with Minimal TreesWhite (2003) reviews a number of difficulties that the Minimal Trees account has.
Data seems to be not very consistent.
Evidence for DP and NegP from V&YS’s own data.
E->F kids manage to get V left of
pas
(Grondin & White 1996)
but cf. Hawkins et al. next week. Also, these are kids who might have benefited from earlier exposure to French.
V&YS also propose at one point that V->T is the default value.
Some examples of early embedded clauses and SAI (evidence of CP) but V&YS’s criteria would also lead to the conclusion of no IP at the same point. (Gavruseva & Lardiere 1996).Slide32
Problems with Minimal TreesCriteria for stages are rather arbitrary.
V&YS count something as acquired if it appears more than 60% of the time. Why 60%? For kids, the arbitrary cutoff is often set at 90%.
Is morphology really the best indicator of knowledge?
Prévost & White, discussed a couple of weeks hence, say “no”— better is to look at the properties like word order that the functional categories are supposed to be responsible for.
To account for apparent V2 without CP, V&YS need a weird German story in which TP/AgrP starts out head-initial but is later returned to its proper head-final status.Slide33
Paradis et al. (1998)Paradis et al. (1998) looked at 15 English-speaking children in Québec, learning French (since kindergarten, interviewed at the end of grade one), and sought to look for evidence for (or against) this kind of “tree building” in their syntax.
They looked at morphology to determine when the children “controlled” it (vs. producing a default) and whether there was a difference between the onset of tense and the onset of agreement.
On one interpretation of V&YS, they predict that tense should be controlled before agreement, since TP is lower in the tree that AgrP.Slide34
Agr before T
T before Agr
Both T and Agr at outset
3pl before tense
3pl after tense
Both 3pl and tense at outset
8
0
7
0
12
3
Past before Fut
Fut before Past
Both Fut and Past at outset
6
2
7
Paradis et al. (1998)
Agr reliably before T
3pl late (of agreements).
Future late (of tenses).Slide35
Paradis et al. (1998)So, the interpretation of this information might be that:(Child) L2A does
seem to progress in stages.
This isn’t strictly compatible with the tree building approach, however, if TP is lower than AgrP. It would require slight revisions to make this work out (not necessarily drastic revisions).Slide36
Eubank: Valueless FeaturesHypothesisAnother contender for the title of Theory of the Initial State is the “Valueless Features Hypothesis” of Eubank (1993/4).
Like Minimal Trees, the VFH posits essentially that functional parameters are not initially set (not transferred from the L1).
Unlike Minimal Trees, the VFH does assume that the entire functional structure is there. But, e.g., for V->T, the parameter/feature value that determines whether V moves to T is “undefined”.Slide37
VFHThe interpretation of a “valueless” feature is the crucial point here. It’s not clear really what this should mean, but Eubank takes it to mean something like “not consistently on or off”. Hence, again using V->T as an example, the verb is predicted to sometimes raise (V->T on) and sometimes not (V->T off). E.g., either is fine in L2 English of:
Pat eats often apples.
Pat often eats apples.Slide38
VFH and V->TIn fact (as we’ll discuss more carefully in a couple of weeks), White did a well-known series of experiments on F>L2E learners that did show that the learners accepted both.
Pat eats often apples.
Pat often eats apples.
Eubank takes this as evidence for VFH, but White (1992, 2003) notes that it’s unexpected for the VFH that they don’t also allow verb raising past negation.
*Pat eats not apples.
Pat does not eat apples.Slide39
Yuan (2001) and {F,E}>L2CYuan (2001) looked at E>L2C and F>L2C learners’ responses to alternative verb-adverb orders in Chinese. L1 Chinese allows only Adv-V order (no raising).
Zhangsan changchang kan dianshi.
*Zhangsan kan changchang dianshi.
But neither group (and notably not even F>L2C) ever produced/accepted the V-Adv order. *VFH, but also possibly *FTFA (to be discussed soon).
One further note:
Yuan’s subjects were adults, White’s were children. This might have mattered.Slide40
Eubank’s own experimentsEubank & Grace (1998) tried an interesting methodology in an experiment to test for grammaticality of raised-verb structures in IL grammars. Something like a “lexical decision task” but with sentences (“are these the same or different?”), recording the reaction time, and based on the finding that native speakers are slower to react to ungrammatical sentences.Slide41
Eubank & Grace (1998)E&G tested C>L2E speakers, divided them into two groups based on a pretest of their production of subject-verb agreement (idea: “no-agreement” subjects would have not valued their features yet, “agreement” subjects have at least valued some of them).
Finding:
No-agreement subjects acted like native speakers, agreement subjects didn’t differentiate between grammatical and ungrammatical verb-adverb orders.
Hmm.Slide42
Eubank et al. (1997)Same basic premises, different tasks:Tom draws slowly jumping monkeys.
For a V-raiser, this should be ambiguous (is the jumping slow or is the drawing slow?). Eubank et al. (1997) used a kind of TVJ task to test this.
Even prior to looking at the results, one problem here is that this is fine in L1 English if slowly is taken as a parenthetical (
“Tom draws— slowly— jumping monkeys”
). But that’s the crucial interpretation that is supposed to show verb raising is grammatical. What
could
we conclude, no matter what the results are?Slide43
Eubank et al. (1997)The actual results didn’t go along very well with the predictions either. Pretty low acceptance rate of raised-V interpretations if they’re really supposed to be grammatical in the IL. And the agreement group wasn’t acting native-speaker-like either, even though they should have valued the feature.
Eubank et al. actually go further with the VFH, hypothesizing that this is not only the initial state, but also the inescapable final state—L2 features
cannot
be valued (hence the lack of serious improvement among the agreement group—”Local Impairment”, for next week).Slide44
Schwartz 1998Promotes the idea that L2 patterns come about from full transfer and
full access
.
The entire L1 grammar (not just short trees) is the starting point.
Nothing stops parameters from being reset in the IL.Slide45
Erdem (Haznedar 1995)An initial SOV stage (transfer from Turkish) is evident, followed by a switch to SVO.Slide46
N-Adj orderParodi et al. (1997)jene drei interessanten Bücher
those three interesting.pl books
ku se-kwon-uy caemiissnun chaek-tul
that three-cl-gen interesting book-pl
ben-im pekçok inginç kitab-Im
1sg-gen many interesting book-1sg
quei tre libri interessanti
those three books interesting.pl
esos tres libros interesantes
those three books interesting.plSlide47
N-Adj in RomanceThe standard way of looking at N-Adj order in Romance (in terms of native speaker adult syntax) is like this:
Adj N is the base order
German, Korean, Turkish
N moves over Adj in Romance
Spanish, Italian
What did the L2’ers do learning German?
D
D
DP
N
adjective
N
NP
…Slide48
Parodis 1997—N-Adj order
NL
N-Adj (error)
Bongiovanni
I
3/8
1/5
37.5%
20.0%
Lina
I
3/23
0/8
1/11
13.0%
0.0%
9.1%
Bruno
I
9/32
17/64
0/12
28.1%
26.6%
0.0%
Ana
S
7/28
0/10
25.0%
0.0%
Koreans
K
1/102
1.0%
Turks
T
0/103
0.0%Slide49
So…So, movement seems to be initially transferred, and has to be unlearned.The evidence for the tree building approach doesn’t seem all that strong anymore.No nice Case results like in L1.
Higher parameters seem to transfer (*VFH, *Minimal Trees)
Morphology and finiteness somewhat separate (to be discussed in two weeks).Slide50
No transfer/Full accessEpstein, Flynn, and Martohardjono (1996) wrote a well-known BBS article endorsing the view that L2A is not only UG-constrained, but that it basically “starts over” with UG like L1A does.
Editorial comment
: It’s worth reading, but the
responses
are at least as important as the article.Slide51
New parameter settingsJapanese vs. English = SOV vs. SVO.EFM make a mysterious statement:
“Left-headed C° correlates with right-branching adjunction and right-headed C° with left-branching adjunction”
…followed by an example of how English allows both left and right adjunction.
What EFM
must
mean is that SVO language-speakers
prefer
postposed adverbial clauses.
The worker called the owner [when the engineer finished the plans].
[When the actor finished the book] the woman called the professor.Slide52
New parameter settingsAnd then EFM proceed to report that Japanese speakers (J>L2E) don’t significantly prefer preverbal adverbial clauses (purported SOV preference), and even eventually prefer postverbal adverbial clauses (purported SVO preference).
But
preferences
are not
parameter settings
in any obvious way. Nothing is ruled out in any event—this is not a very useful result (see also Schwartz’s response).Slide53
Martohardjono 1993Interesting test of relative judgments.It is generally agreed that ECP violations…
Which waiter did the man leave the table after spilled the soup?
are worse than Subjacency violations
Which patient did Max explain how the poison killed?
Do L2’ers get these kinds of judgments?Slide54
Martohardjono 1993Turns out, yeah, they seem to.But it turns out that speakers of languages without overt wh-movement had lower accuracy on judging the violations overall.
So:
L1 has
some effect
(although EFM don’t really talk about this much, something which occupies much of the peer reviewers’ time).
EFM suggest that these judgments cannot be coming from the L1 alone, but of course this also relies on the view that L1 is significantly impoverished by “instantiation” (not the common view, not even in 1996).Slide55
EFM’s experimentElicited imitation, Japanese speakers learning English (33 kids, 18 adults).
Trying to elicit sentences with things associated with functional categories (tense marking, modals,
do
-support for IP; topicalization, relative clauses,
wh
-questions for CP).
The point was actually more to refute the idea that adults have UG “turned off” after a “critical period” than anything else (a discussion we’ll return to)Slide56
EFM’s experimentKids did equally well in this repetition task as adults.
Kids seemed to get around 70% success on IP-related things, around 50% success on CP-related things. The deeper topicalizations are harder than shallower topicalizations.
EFM would have you believe:
Based on their data collapsing over all kids and over all adults, there are no stages.
CP is there just as much as IP is there, despite the higher success with IP, just because CP-related structures are intrinsically harder/more complex.
It
could
be true, but it’s certainly not a knock-down argument against V&YS or any of the other alternatives.
Also, as White (2003) notes, none of these sentences were ungrammatical (which we might have expected to be “repaired” under repetition)… if this is even a reliable task to begin with.Slide57